Purpose: Attention is drawn in this article to the presence and dysfunctional nature of a disconnection between professional preparation programs for administrators and for teachers. Findings: A case is made for achieving greater alignment between the work going on in these areas, particularly in light of the growing efforts to hold schools accountable for pupil performance gains. A case is also made for balancing reform efforts so that disproportionate attention is not paid to one area relative to the other.
All Science Journal Classification (ASJC) codes
- Public Administration